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Old Wine New Bottles: Racial Microaggressions Experiences Of Black African International Students In England, Solomon A. Zewolde

Journal of Comparative & International Higher Education

Despite increasing attention to inequality in higher education, the everyday experiences of Black students and how they navigate racialized environments remain underexplored. This study examined Black African international undergraduates’ experiences of racial microaggression and their coping strategies in the context of higher education in England. Drawing on Critical Race Theory, a qualitative approach was used to analyze the accounts of 16 undergraduates studying in 11 English universities.  Findings indicate that students experienced racialized challenges along two interrelated dimensions: identity-based marginalization (including assumptions of poor/inferior previous education in Africa and pathologizing discourse) and social exclusion (including devaluation of classroom contributions, invisibility, …

The Prevalence And Landscape Of Accent Reduction Programs At Us Institutions Of Higher Education, Sandra Greene, Katie Hopkins, Melissa Whatley, Christina W Yao

Journal of Comparative & International Higher Education

Many institutions offering accent reduction programs claim they help international staff and students modify their accent, thereby helping them be more successful within the context of higher education. Despite accent reduction programs being labeled as predatorial, deficit-laden, and pathologizing of accents, programs continue to proliferate on college campuses while perpetuating English language dominance, linguistic racism, and the hierarchization of Englishes. Yet, there is limited research on the scope of these programs within higher education. This descriptive study, informed by QuantCrit, adds to the existing literature by highlighting the landscape and characteristics of the approximately 9% of institutions of higher education …

Inter(Sectional)(National): Modeling Belonging And Campus Climate Among Asian International Students’ Identities, Yun-Han Weng, Ionell Jay Terogo, Laura S. Dahl

Journal of Comparative & International Higher Education

International students’ belonging in U.S. higher education is shaped by institutional climates that are both racialized and internationalized, yet few quantitative studies model these dimensions simultaneously. Using data from the Assessment of Collegiate Residential Environments and Outcomes, we examine how campus nationality and racial climates relate to Asian international students’ sense of belonging, and whether these relationships vary by intersecting identities. We examine how campus nationality and racial climates relate to Asian international students’ sense of belonging (n = 763). Measurement model comparisons empirically supported a two-factor solution separating nationality and racial climates once reverse-worded items were removed for improved …

“It’S Very Racialized And Very Politicized”: International Educators Recount The Campus And Local Climate For International Students, Amanda R. Corso, Gaurav Harshe, Chrystal George Mwangi, Christina W Yao

Journal of Comparative & International Higher Education

International educators have served as the primary support system for international students and are responsible for supporting international students through navigating racist encounters often without feeling adequately prepared (George Mwangi et al., 2025; Yao et al., 2019). With a diverse learning environment model as our framework, our study explored how international educators in the United States make sense of their racialized local and campus contexts, specifically in their work with international students. Using a three-dimensional approach to narrative inquiry, we interviewed 31 participants from New York, Massachusetts, California, and Michigan who worked in international student and scholar offices. Our findings …

Nice White Ladies: Exorcising The Ghost Of Lady Bountiful, Renee Lynch

Journal of Comparative & International Higher Education

This article explores how individuals with racial privilege can both acknowledge and start to move beyond the ways they are implicated in systemic injustices in internationalization through collaboration. The study examines how the author acted in complicity with colonial power in an international collaborative research project in English language education at a university in Tanzania. Critical ethnographic data was analyzed using positioning theory and applying the archetype of Lady Bountiful - a “nice white lady” who graciously participates in the civilizing work of colonization. This construct illuminates how the author perpetuated colonialism at the intersection of whiteness and femininity while …

Not Quite Foreign, Never Fully Belonging: Racialization Of Southbound Policy Students In Taiwan, Garima Jha

Journal of Comparative & International Higher Education

This paper critically examines how race and racialization shape the socio-cultural adjustment experiences of international students from New Southbound policy (NSP) countries in Taiwan. Drawing from a qualitative part conducted for my master’s thesis, which explored the coping strategies and adjustment processes of seven students from Southeast and South Asia through semi-structured interview, I reframe the data to center race as an analytical lens using the conceptual framework proposed by Glasgow (2009) which explains that racialization as the process through which social meanings are attached to perceived cultural or bodily differences, creating and maintaining hierarchies among groups. and Brondolo et …

Transnational Racialization: An Exploratory Case Study Of Asian International Students In U.S. Higher Education, Jia Zheng, Kristyn Lue

Journal of Comparative & International Higher Education

This exploratory case study examines the transnational racialization experiences of 14 ethnically diverse Asian International Students (AIS) studying abroad in the U.S. Using International Student Critical Race Theory to foreground the contexts of participants’ home countries, we ask: What are AIS’s experiences with transnational racialization? Findings suggest that AIS are socialized to the racial dynamics of the U.S. through: (1) the different contexts of their home countries, (2) their specific social positioning within these contexts, (3) the influence of Western narratives across the globe, and (4) their academic communities in the U.S. Our findings advance theoretical perspectives on racialization in …

Resurrecting Anti-Apartheid Solidarity: Scholasticide, Race, And The Politics Of Internationalization In Higher Education, Divinia Jithoo, Alia Gilbrecht

Journal of Comparative & International Higher Education

This paper interrogates how racialized internationalization and epistemic injustice shape global higher education through a comparative critical analysis of South African and Palestinian academic resistance. Drawing on decolonial theory (Du Plessis, 2021) and Fricker’s (2007) framework of epistemic injustice, we examine how scholasticide—the deliberate destruction of Palestinian educational institutions—reveals higher education as a targeted site of racialized domination rather than a neutral casualty of war. Our findings show that normalization, sustained through Global South partnerships with Israeli institutions, functions as a racialized mode of internationalization that obscures complicity in settler-colonial violence. These dynamics are reinforced by transnational anti-Palestinian racism, a …

Inclusions And Illusions: Transnational Matrix Of Subordination & The (In)Visible Hierarchies Among Racialized International Students In Ontario Universities, Shamiga S. Arumuhathas

Journal of Comparative & International Higher Education

This study critically examines the (in)visible racial hierarchies experienced by racialized international students (IS) within Ontario’s (HE) education landscape amid populist, anti-immigration backlash and expanding internationalization. Guided by Critical Race Theory (CRT) and intersectionality, this research employed narrative inquiry with 14 self-identified racialized IS at 2 public universities. Core research questions include: How do racialized IS experience belonging, racism, and institutional EDID (Equity, Diversity, Inclusion, Decolonization) in present-day Ontario? How do EDID and internationalization policies obscure or reinforce racial hierarchies? Findings reveal a transnational matrix of subordination: White IS remain proxies for institutional belonging, while racialized and domestic students act …

Decolonizing Raciolinguistic Ideologies In Institutions Of Higher Learning, Chantelle M. August-Mowers, Samantha M. Hoffman

Journal of Comparative & International Higher Education

This article examines how raciolinguistic ideologies shape global higher education (HE), highlighting the intersection of language, race, and systemic inequalities. English often functions as a gatekeeper, privileging certain knowledge systems while marginalizing students and faculty from the Global South (Flores & Rosa, 2015; Pennycook, 2007). Structural inequities persist in faculty recruitment, international student selection, and academic publishing, reflecting colonial legacies and epistemic injustice (Canagarajah, 2013; Quijano, 2000). Racialized and linguistically marginalized students experience exclusion, microaggressions, and limited mobility, revealing contradictions between diversity rhetoric and institutional practices (Sekaja, 2022; Enslin, 2024). The study advocates decolonial and multilingual interventions, including translanguaging, inclusive …

Race, Racism, And Racialization In International Higher Education: A Transnational And Mobility-Aware Approach, Benjamin Denga, Louise Michelle Vital

Journal of Comparative & International Higher Education

Race, racism, and racialization are increasingly recognized as central to understanding inequality in global higher education. Yet dominant frameworks in comparative and international higher education remain nationally bounded and citizenship-centered, offering limited insight into how race operates under conditions of mobility, legal temporariness, and transnational governance. As internationalization intensifies through student mobility, cross-border partnerships, and global knowledge circulation, racialized experiences are shaped by visa-dependent status, differential protection, global racial imaginaries and discourses, uneven or unequal geopolitical relations and institutional logics of internationalization (including marketization, risk management and revenue extraction). In this conceptual article we argue that race and racialization in …

Introduction To Jcihe 18(4 Part 1) 2026 Issue Summer 2026 Special Issue Race, Racism, And Racialization In The Internationalization Of Higher Education From Global Perspectives, Rosalind Raby

Journal of Comparative & International Higher Education

No abstract provided.

Student Perceptions On Resubmission Policies In An Upper-Level Engineering Course, Tess Hagstrom

Discovery Day - Daytona Beach

Little is known about how resubmission policies affect students in upper-level engineering courses. Previous studies in a lower-level engineering course at Embry-Riddle found that students had a positive perception of the implementation of resubmission policies in relation to their confidence, performance, and sense of belonging. Students also reported that the policies helped them grow through feedback and mistakes, as well as helped improve their learning in the course. To investigate how students perceive these policies in a higher-level course, students in an upper-level mechanical engineering course at Embry-Riddle were given the opportunity to resubmit quizzes after they received their feedback. …

Effects Of Human-Animal Interaction On Positive Youth Development: A Replication Study, Allison Pachunka, Jay Jeffries, Lisa Karr, Lena Luck, Bryan A. Reiling, Douglas H. Schultz, Jeffrey R. Stevens

People and Animals: The International Journal of Research and Practice

Interacting with animals can improve health and well-being across the lifespan. Some programs such as 4-H and FFA center around youth interacting with animals, potentially enhancing youth development. Mueller (2014) investigated whether these interactions and attitudes about animals influenced measures of positive youth development. The aim of our studies was to replicate Mueller’s methods and extend her work by evaluating whether membership in animal-focused youth programs moderate associations between interactions, attitudes, and positive youth development. We did not find strong relationships among human–animal inter-action and positive youth development, which failed to replicate Mueller’s findings. However, we did find relationships between …

Belonging And Whole Person Formation In Graduate Education: A Conceptual Framework For Student Flourishing, Cynthia Hickman

Papers

Graduate students experience substantial academic, personal, and professional demands that can negatively affect well-being and persistence. For students enrolled in professional programs, belonging may develop within two overlapping communities: the academic institution and the emerging profession. Institutional and professional belonging can provide connection, support, engagement, and opportunities for identity and professional development. This paper synthesizes literature on these two forms of belonging and proposes a conceptual framework describing their potential relationship with whole-person formation and flourishing. Whole-person formation extends graduate education beyond knowledge acquisition and professional competence to include development across interconnected dimensions of the person. Within the proposed framework, …

What Do Children Think About Bouncy Bands: A Mixed Methods Examination Of Bouncy Bands' Influence On Attention And Physical Activity, Ken Murfay, Sarah Collins

International Journal of Physical Activity and Health

Purpose: To examine how bouncy bands put onto elementary students’ classroom desks influenced students’ physical activity and attention/concentration, in addition to exploring students’/teachers’ opinions of the bands. Methods: Students within both experimental and control groups wore pedometers to assess movement during instruction and completed the d2 test for attention. Results: The group with bouncy bands on the desks had significantly more movement compared to the control group. For d2 scores, there was no significant difference between the two groups, nor was there a significant linear relationship between movement and d2 scores. Interviews were conducted with the students in the experimental …

K–3 Teachers’ Perspectives Regarding Learnable Intelligence As A Developmental Target And Their Advocacy For Students’ Cognitive Capabilities, Eleanor Nkechi Maduako

Walden Dissertations and Doctoral Studies

Extensive research shows the brain is malleable and, with experience and knowledge, intelligence can grow. The research problem addressed through this study was that the extent of early childhood educators' knowledge of learnable intelligence and their advocacy for advancement of children’s cognitive capabilities as a developmental goal were unknown. Guided by Perkins’s theory of learnable intelligence, the purpose of this basic qualitative study was to explore K–3 teachers’ perspectives on learnable intelligence as a developmental target and how they advocate for children’s cognitive capabilities in their classrooms. In vivo and axial coding of data from semistructured interviews with 12 participants …

20260811: Assorted Materials, 1886-2026, Marshall University

Guides to University Archives

These items include materials from the Office of the President, University Communications, Libraries and Special Collections, Society for Yeager Scholars, TedX, College of Business, School of Library Science, the Women's and Gender Center, and other special groups and organizations. This is not an exhaustive list. Please download the finding aid for a full list of contents.

August 11, 2026 Ereporter, University Of Alabama At Birmingham

eReporter (campus newsletter)

No abstract provided.

Literacy Hubs: Human-Centered, Coordinated Approach Towards Advancing Adult Literacy In A Community, Alexandria M. Marzolf

Masters Projects

Low adult literacy skills have been a pervasive and persistent challenge in the United States for more than a century. One in five adults (21%) possesses low literacy skills (National Center for Education Statistics, 2026), a finding consistent with statistics reported by the National Literacy Institute (2024). Despite decades of educational reform, many adults continue to experience limited access to coordinated, community-based literacy support. The purpose of this master's project was to develop a community-based Literacy Hub framework designed to increase access to adult literacy learning opportunities through coordinated partnerships and community engagement. An extensive review of educational research, community …

Pdf Full Issue, Rosalind L. Raby

Journal of Comparative & International Higher Education

No abstract provided.

How Does Earning A 4-Year Degree Affect Promotion Rates Among Municipal Police Officers?, Anna Brumfield

Discovery Day - Daytona Beach

How does earning a 4-year degree affect promotion rates among municipal police officers?   The importance of a 4-year degree for law enforcement officers has been a topic of interest in a number of studies throughout the recent decades; however, significantly less research has been conducted to understand the relationship between earning a degree and the possibility of career advancement in municipal police officers. In the past, the need for higher education in this field was considered negligible; but studies have been conducted that point to the possible value of college experience and more specifically a 4-year degree. This value has …

Exploring The Motivations Of Undergraduate Sport Management Students, Kyle J. Brannigan, Tyler J. Hajek

The COSMA Journal

This study explored the motivations of undergraduate sport management in four university programs. Convergent mixed-methods research through the theoretical framework of Self-Determination Theory was incorporated with an adapted questionnaire of the Academic Motivation Scale and semi-structured interviews through Thematic Analysis. Ninety-six surveys with nine interviews were deemed usable across four regionally focused, vocationally minded, and accessible universities. Overall, students reported higher levels of extrinsic motivation than intrinsic motivation. The findings suggested intrinsic motivation to know and extrinsic motivation through regulation for identification scored highest with the participants. No significant differences were found between classes and ethnicities. However, male students experienced …

Keeping The Problem Alive: Curriculum, Problematisation And The Eyfs, Claire Walsh

Plymouth Interdisciplinary Education Open Journal

This paper explores how problems are understood in debates about England’s Early Years Foundation Stage (Department for Education [DfE], 2025). Discussions of the EYFS often focus on identifying what is wrong with it and proposing ways to improve or replace it, including both critical perspectives and alternative approaches to early childhood education. While these positions appear different, the paper argues that they share a common tendency: they treat problems as things to be solved. The paper introduces the concept of solution-binding to describe this habit.

Rather than offering another critique or alternative, the paper asks what happens if problems are …

A Modeling Scenario For Cooling A Hot Vehicle In Florida, Jared Bunn, Bernadette Mullins, Elizabeth Hale, Jaeyoun Oh

CODEE Journal

This paper presents a group project assigned in a Calculus 2 course that has students work to develop, analyze, and draw conclusions about a modeling scenario for cooling a hot car. Using a modeling-first approach, instructors supported the students in class throughout the beginning of the project, enabling the groups to complete the remainder of the project on their own. Students used parameter estimation to tune their models to provided data: one for windows being up, and one for windows being down. This project provides an example of how modeling can be introduced early in a calculus course, rather than …

Lanthorn, Vol. 61, No. 01, August 10, 2026, Grand Valley State University

Volume 61, August 10, 2026 – current

Lanthorn is Grand Valley State's student newspaper, published from 1968 to the present.

Dis/Ability Critical Race Theory In The Early Childhood Education Classroom, Milo Knickerbocker

Masters Projects

Data shows that many Black and Disabled students are underserved in their current learning environments. This project provides a theoretical introduction to Dis/ability Critical Race Theory (DisCrit), as well as guidance on how to incorporate the theory into the early childhood education setting. This is done in attempt to provide a more equitable and inclusionary learning environment.  This project incorporates a data-driven professional development program surrounding DisCrit and incorporation of anti-racist and anti-ableist inclusionary teaching methods, for the betterment of all students.

20260810: Research Bulletins, Creative Arts Bulletins, And Departmental Records (Murc), 1950-2002, Marshall University Research Corporation

Guides to University Archives

These items include materials from the Marshall University Research Corporation at Marshall University from 1950-2002. Items were received at an earlier date but were accessioned in 2026 and include copies of Research Board Minutes, Announcements, Research Bulletins, Creative Arts Bulletins, and Achieving Excellence newsletters. Please download this inventory to see a full folder-level list of this collection's contents.

Fieldwork Educators' Perspectives On Occupational Therapy Students Addressing Sexuality And Intimacy: Expectations, Supports, And Barriers, Elizabeth Deluca-Berg

Student Dissertations

Sexuality and intimacy are recognized as meaningful occupations within occupational therapy practice; however, they remain inconsistently addressed in clinical care. Previous research has identified limited educational preparation as a contributing factor to occupational therapists' discomfort and lack of confidence in addressing these occupations. Although classroom instruction provides foundational knowledge, Level II fieldwork serves as the primary setting in which students apply knowledge within authentic clinical environments. Despite the central role of FW educators in facilitating students' professional development, little research has explored how they prepare OT students to address sexuality and intimacy during fieldwork. The purpose of this basic qualitative …

Beyond The Pencil: Creating Early Writers, Pamela L. Gernaat

Masters Projects

“Schools in many countries are faced with the challenge of developing student writing proficiency. Identifying and implementing effective writing instruction for young, beginning writers play important roles in improving student writing performance. Providing effective writing instruction to beginning writers can promote writing development and minimize the number of children who encounter challenges in learning to write” (Finlayson & McCrudden, 2022, p. 1). Despite the amount of research that has been done on the importance of early writing instruction, many lower elementary students struggle with the ability to write and cannot keep up with the cognitive demands of written instruction. Many …